esswv curriculum map 022119 · poster) to demonstrate an understanding of the diversity in american...
TRANSCRIPT
CORRELATION TO WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 3
Kindergarten
All A
bout
Mon
ey
Chan
ging
Wea
ther
I Am
a G
ood
Citiz
en
I Am
a G
ood
Frie
nd
Life
at H
ome
Map
It!
Natio
nal H
olid
ays
Our
Nei
ghbo
rhoo
d
Rule
s at S
choo
l
Usin
g M
oney
We
Go to
Sch
ool
Wor
kers
at M
y Sc
hool
SS.K
.1
Develop an understanding of citizenship and patriotism through a variety of experiences (e.g., appropriate behavior, sharing, taking turns, volunteering, being honest and demonstrating responsibility for materials and personal belongings).
✔ ️ ✔ ️
SS.K
.2
Participate in role play to resolve disputes, and demonstrate tolerance and acceptance of others and their ideas.
✔ ️ ✔ ️
SS.K
.3
Investigate the need for rules in their environment, create a set of classroom rules, and explore the consequences for not following the rules.
✔ ️ ✔ ️
SS.K
.4
Investigate the leadership roles within their families, classrooms and schools and demonstrate their understanding through activities such as role play and classroom jobs.
✔ ️ ✔ ️
SS.K
.5 Investigate occupations within the school and local community. ✔ ️ ✔ ️
SS.K
.6 Discover the basic needs of people (e.g., shelter, food, clothing, etc.) and give examples of each ✔ ️ ✔ ️
SS.K
.7 Investigate the exchange of goods and services (e.g., money, bartering, trading, etc.). ✔ ️ ✔ ️
SS.K
.8
Distinguish between wants and needs. ✔ ️ ✔ ️
Content-Area Readers
Stud
ent H
andb
ook
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 3
Kindergarten
All A
bout
Mon
ey
Chan
ging
Wea
ther
I Am
a G
ood
Citiz
en
I Am
a G
ood
Frie
nd
Life
at H
ome
Map
It!
Natio
nal H
olid
ays
Our
Nei
ghbo
rhoo
d
Rule
s at S
choo
l
Usin
g M
oney
We
Go to
Sch
ool
Wor
kers
at M
y Sc
hool
Content-Area Readers
Stud
ent H
andb
ook
SS.K
.9 Construct a simple map of a familiar area (e.g., classroom, school, home, etc.). ✔ ️ ✔ ️
SS.K
.10
Identify the difference between bodies of water and land masses on maps and globes, and demonstrate directions (e.g., left/right, up/down, near/far and above/under).
✔ ️ ✔ ️
SS.K
.11 Compare and contrast the ways humans adapt
based on seasons and weather. ✔ ️ ✔ ️
SS.K
.12 Explore similarities and differences of life in the
city (urban) and the country (rural). ✔ ️
SS.K
.13 Investigate the need for symbols in daily life
(e.g., exit, stop sign, bathroom signs, school zone, stop light, etc.).
✔ ️
SS.K
.14 Illustrate personal history (e.g., first and last
name, birthday, age, guardian’s name, and other personal data).
✔ ️
SS.K
.15
Explore the history of the school and give examples of significant sites and people (e.g., principals, secretaries, teachers, custodians, etc.).
✔ ️ ✔ ️
SS.K
.16
Investigate the past and explore the differences in other people, times and cultures through stories of people, heroes, pictures, songs, holidays, customs, traditions or legends.
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 3
Kindergarten
All A
bout
Mon
ey
Chan
ging
Wea
ther
I Am
a G
ood
Citiz
en
I Am
a G
ood
Frie
nd
Life
at H
ome
Map
It!
Natio
nal H
olid
ays
Our
Nei
ghbo
rhoo
d
Rule
s at S
choo
l
Usin
g M
oney
We
Go to
Sch
ool
Wor
kers
at M
y Sc
hool
Content-Area Readers
Stud
ent H
andb
ook
SS.K
.17 Explore time, places, people and events in
relationship to student’s own life (e.g., family trees, pictures, stories, etc.).
✔ ️ ✔ ️
SS.K
.18 Investigate state symbols, celebrations, holidays
and prominent West Virginians. ✔ ️
SS.K
.19
Identify the shape of West Virginia. ✔ ️
SS.K
.20 Track the weather to illustrate West Virginia’s
climate. ✔ ️
SS.K
.21
Recognize local community names ✔ ️
SS.K
.22 Compare and contrast past and present
lifestyles of West Virginians. ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 3
First Grade
Amer
ican
Hero
es
Be a
Goo
d Le
ader
!
Expl
orin
g Ca
lend
ars
Getti
ng A
roun
d To
wn
Good
s and
Ser
vices
Aro
und
Tow
n
Jobs
Aro
und
Tow
n
Map
s and
Glo
bes
Resp
ect t
he R
ules
!
Savin
g an
d Sp
endi
ng
Wha
t Mak
es a
Fam
ily?
Whe
re P
eopl
e Liv
e
Who
Mak
es th
e Ru
les?
SS.1
.1
Model patriotism, cooperation, tolerance and respect for others within the school and community.
✔ ️ ✔ ️
SS.1
.2
Create scenarios and role play reflecting the use of rules and laws, their consequences and their value within the school and community.
✔ ️ ✔ ️
SS.1
.3
Investigate the symbols, icons and traditions of the United States that provide a sense of community across time (e.g., Labor Day, Veterans Day, Memorial Day, Pledge of Allegiance, patriotic songs, landmarks, art and literature that demonstrate community traditions, etc.).
✔ ️ ✔ ️
SS.1
.4
Apply the process of how leaders are selected and analyze how they influence decisions made in the school and community.
✔ ️ ✔ ️
SS.1
.5
Collaborate to identify a community need, propose a variety of solutions and investigate how individuals could participate to solve the problem.
✔ ️
SS.1
.6 Compare and contrast occupations within the community. ✔ ️ ✔ ️
Content-Area Readers
Stud
ent H
andb
ook
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 3
First Grade
Amer
ican
Hero
es
Be a
Goo
d Le
ader
!
Expl
orin
g Ca
lend
ars
Getti
ng A
roun
d To
wn
Good
s and
Ser
vices
Aro
und
Tow
n
Jobs
Aro
und
Tow
n
Map
s and
Glo
bes
Resp
ect t
he R
ules
!
Savin
g an
d Sp
endi
ng
Wha
t Mak
es a
Fam
ily?
Whe
re P
eopl
e Liv
e
Who
Mak
es th
e Ru
les?
Content-Area Readers
Stud
ent H
andb
ook
SS.1
.7
Distinguish between personal needs and wants and the consequences of personal choices.
✔ ️ ✔ ️
SS.1
.8 Demonstrate the exchange of goods and services. ✔ ️ ✔ ️
SS.1
.9 Explain how individuals and families earn, spend and save money. ✔ ️ ✔ ️
SS.1
.10
Reflect an understanding of cardinal directions, map symbols in a legend, geographic landforms (e.g., mountains, lakes, rivers), and location by interpreting simple maps.
✔ ️ ✔ ️
SS.1
.11 Describe how climate and location affect the
way people live, work and play. ✔ ️ ✔ ️
SS.1
.12 Give examples of natural resources and their
uses. ✔ ️
SS.1
.13 Sequence the seasons of the year, months and
days of the week. ✔ ️ ✔ ️
SS.1
.14 Utilize appropriate maps, globes and
geographic information systems. ✔ ️ ✔ ️
SS.1
.15
Locate and identify the following on a map: West Virginia; United States; Geographic features (e.g., mountains, bodies of water, etc.)
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 3
First Grade
Amer
ican
Hero
es
Be a
Goo
d Le
ader
!
Expl
orin
g Ca
lend
ars
Getti
ng A
roun
d To
wn
Good
s and
Ser
vices
Aro
und
Tow
n
Jobs
Aro
und
Tow
n
Map
s and
Glo
bes
Resp
ect t
he R
ules
!
Savin
g an
d Sp
endi
ng
Wha
t Mak
es a
Fam
ily?
Whe
re P
eopl
e Liv
e
Who
Mak
es th
e Ru
les?
Content-Area Readers
Stud
ent H
andb
ook
SS.1
.18 Utilize primary source documents and oral
accounts to investigate ways communities change throughout history.
✔ ️
SS.1
.19 Examine cultural contributions of families
through the use of literature, primary source documents and oral accounts.
✔ ️ ✔ ️
SS.1
.20 Explore the history of the community and
give examples of locally significant sites and people.
✔ ️
SS.1
.21 Illustrate personal history by creating a
timeline. ✔ ️
SS.1
.22
Recognize and recite the state motto. ✔ ️
SS.1
.23 Investigate the common occupations of
people in West Virginia. ✔ ️
SS.1
.24 Locate students’ hometown and county on a
West Virginia map. ✔ ️
SS.1
.25 Describe the cultural life of West Virginia as
reflected in games, toys and various art forms.
✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 3
Second Grade
Bank
Tel
lers
The
n an
d No
w
Fam
ilies T
hrou
gh T
ime
Farm
ers T
hen
and
Now
Fire
fight
ers T
hen
and
Now
Imm
igra
tion
Stor
ies
Map
ping
Our
Nat
ion
Map
ping
Our
Wor
ld
Mon
ey a
nd T
rade
in O
ur
Natio
n
Pled
ge o
f Alle
gian
ce:
Poem
of P
atrio
tism
, The
Wom
en W
ho C
hang
ed
the
Wor
ld
You
and
the
Law
You
and
the
U.S.
Go
vern
men
t
SS.2
.1 Analyze examples of the fairness of rules and laws and evaluate their consequences. ✔ ️ ✔ ️
SS.2
.2
Illustrate the levels of government (local, state and national) and actively discuss the characteristics of effective leadership.
✔ ️ ✔ ️
SS.2
.3
Create a product (e.g., play, multimedia or poster) to demonstrate an understanding of the diversity in American culture.
✔ ️ ✔ ️
SS.2
.4
Give examples of symbols, icons and traditions of the United States, recite the Pledge of Allegiance, and participate in national patriotic celebrations (e.g., Martin Luther King Day, Presidents Day and Flag Day) and community service projects.
✔ ️ ✔ ️
SS.2
.5
Investigate various occupations and career opportunities and how they have changed within the state and nation.
✔ ️ ✔ ️ ✔ ️
SS.2
.6
Consider and categorize needs and wants in a graph, chart or table to evaluate consequences of one choice over another.
✔ ️ ✔ ️
SS.2
.7
Design a system that reflects the understanding of the exchange of goods and services (e.g., trading cards and classroom store).
✔ ️
SS.2
.8
Explain the role of banks in saving for future purchases and create a graph reflecting savings over time.
✔ ️ ✔ ️
Content-Area Readers
Stud
ent H
andb
ook
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 3
Second Grade
Bank
Tel
lers
The
n an
d No
w
Fam
ilies T
hrou
gh T
ime
Farm
ers T
hen
and
Now
Fire
fight
ers T
hen
and
Now
Imm
igra
tion
Stor
ies
Map
ping
Our
Nat
ion
Map
ping
Our
Wor
ld
Mon
ey a
nd T
rade
in O
ur
Natio
n
Pled
ge o
f Alle
gian
ce:
Poem
of P
atrio
tism
, The
Wom
en W
ho C
hang
ed
the
Wor
ld
You
and
the
Law
You
and
the
U.S.
Go
vern
men
t
Content-Area Readers
Stud
ent H
andb
ook
SS.2
.9
Utilize a legend, compass rose and cardinal directions to identify locations (e.g., Charleston, West Virginia, New York, District of Columbia, etc.) and geographic features (e.g., Great Lakes, Rocky Mountains, Mississippi River, etc.) in the United States.
✔ ️ ✔ ️
SS.2
.10 Identify the continents and oceans on a map
and globe. ✔ ️ ✔ ️
SS.2
.11 Summarize how climate, location and physical
surroundings have caused changes in the community and state over time.
✔ ️
SS.2
.12 Classify examples of natural resources and how
people use them. ✔ ️
SS.2
.13
Utilize appropriate geographic information systems including maps, globes and geographic technology to examine, gather data and analyze a variety of real-world situations.
✔ ️ ✔ ️ ✔ ️
SS.2
.14
Demonstrate an understanding of interactions among individuals, families and communities by creating a timeline using documents and oral accounts to investigate ways communities and generations of families change.
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 3
Second Grade
Bank
Tel
lers
The
n an
d No
w
Fam
ilies T
hrou
gh T
ime
Farm
ers T
hen
and
Now
Fire
fight
ers T
hen
and
Now
Imm
igra
tion
Stor
ies
Map
ping
Our
Nat
ion
Map
ping
Our
Wor
ld
Mon
ey a
nd T
rade
in O
ur
Natio
n
Pled
ge o
f Alle
gian
ce:
Poem
of P
atrio
tism
, The
Wom
en W
ho C
hang
ed
the
Wor
ld
You
and
the
Law
You
and
the
U.S.
Go
vern
men
t
Content-Area Readers
Stud
ent H
andb
ook
SS.2
.15
Identify cultural contributions and differences made by people from the various regions in the United States using literature, documents and oral accounts.
✔ ️ ✔ ️
SS.2
.16 Explore the impact historic figures have had
upon our society. ✔ ️ ✔ ️
SS.2
.17 Identify state symbols, celebrations, holidays,
famous West Virginians and the governor of West Virginia.
✔ ️
SS.1
8
Locate and show examples of the natural resources and geographic features of West Virginia on a map.
✔ ️
SS.2
.19 Locate county seats, the state’s capital city, and
bordering states on a map. ✔ ️
SS.2
.20
Examine the cultural life of West Virginians through storytelling and various art forms (e.g., songs, instruments, artwork, photographs, etc.).
✔ ️
SS.2
.21 Compare and contrast past and present
lifestyles of West Virginians. ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
SS.3
.1
Identify and explain the following commonly-held American democratic values, principles and beliefs: diversity, rule of law, family values, community service, justice, liberty.
✔ ️ ✔ ️
SS.3
.2
Determine the need for government and compare and contrast the following forms: tribal, monarchy, and democracy.
✔ ️ ✔ ️
SS.3
.3
Investigate significant cultural contributions of various groups creating our multicultural society.
✔ ️ ✔ ️ ✔ ️
SS.3
.4
Examine historical conflicts and their resolutions (e.g., The Boston Tea Party, the conflict between Native Americans and explorers)
✔ ️
SS.3
.5
Examine how rights and responsibilities of citizens are reflected in patriotic symbols, songs and holidays of the United States (e.g., the meaning of our flag’s colors, the Pledge of Allegiance and the meaning of the words, the National Anthem, Veteran’s Day and Memorial Day).
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
esContent-Area Readers
Stud
ent H
andb
ook
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
Content-Area Readers
Stud
ent H
andb
ook
SS.3
.6
Participate in a local service project to discover the importance of working together and how participation leads to improvement in the lives of individuals, as well as communities.
✔ ️ ✔ ️
SS.3
.7
Study bank services including checking accounts, savings accounts, and borrowing, and create a mock budget.
✔ ️ ✔ ️
SS.3
.8
Construct and interpret graphs that illustrate the basic concept of the exchange of goods and services as related to supply and demand and show the impact of scarcity of resources.
✔ ️ ✔ ️
SS.3
.9 Sequence the path of a product from the raw material to the final product. ✔ ️
SS.3
.10
Use charts, maps and other data sources to correlate occupations with the economy and the available resources of a region (e.g., West Virginia has coal mining; Pennsylvania has steel mills; etc.).
✔ ️
SS.3
.11 Explore West Virginia’s SMART 529
program and other college saving plans. ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
Content-Area Readers
Stud
ent H
andb
ook
SS.3
.12
Use geographic information systems to compare and contrast various types of maps (e.g., climate, resource, physical, political, road, etc.).
✔ ️ ✔ ️
SS.3
.13 Distinguish between a continent, country,
state and capital. ✔ ️ ✔ ️
SS.3
.14
Label maps to demonstrate knowledge of map skills (e.g., label cardinal directions, intermediate directions, borders, continents, oceans, Equator, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole and Prime Meridian).
✔ ️
SS.3
.15 Using a grid system, locate specific points
on a map and explain the use of lines of latitude and longitude.
✔ ️
SS.3
.16
Explain the reason time zones were developed, identify the time zones of North America and calculate the variance in time from one zone to another.
✔ ️
SS.3
.17 Use a map scale to determine the distance
between two given points. ✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 4 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
Content-Area Readers
Stud
ent H
andb
ook
SS.3
.18
Recognize, define and illustrate world geographic features (e.g., peninsulas, islands, mountains, canyons, plateaus, mesas, harbors, gulfs, rivers, deserts, forests, valleys and plains).
✔ ️ ✔ ️
SS.3
.19
Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.
✔ ️ ✔ ️ ✔ ️
SS.3
.20
Create a legend to identify the path of major explorers and chart those journeys on a world map (e.g., Marco Polo, Christopher Columbus, John Cabot, Hernando Cortes and Sir Walter Raleigh).
✔ ️ ✔ ️
Examine the settlement of North America by Native Americans. ✔ ️ ✔ ️
Illustrate the spread of the Native American population into the various regions of North America.
✔ ️ ✔ ️
Make historical inferences by analyzing artifacts and illustrations. ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️
Determine settlement patterns based on natural resources. ✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.3
.21
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 5 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
Content-Area Readers
Stud
ent H
andb
ook
Explain how Native American groups adapted to geographic factors of a given region.
✔ ️ ✔ ️ ✔ ️
Compare and contrast the cultures of the different Native American groups (e.g., source of food, clothing, shelter and products used).
✔ ️ ✔ ️
Analyze the Native American interactions with others (e.g., other Native American groups, explorers and settlers).
✔ ️ ✔ ️
Determine the causes and effects of European exploration. ✔ ️ ✔ ️
Chronologically organize major explorers and determine the reasons for their journeys (e.g., Marco Polo, Amerigo Vespucci, Christopher Columbus, John Cabot, Hernando Cortes, Balboa, Ponce de Leon, Sir Walter Raleigh, etc.).
✔ ️ ✔ ️
Investigate the motives for exploration by the various European nations (e.g., England, Spain, France, Portugal, etc.).
✔ ️ ✔ ️
Determine the information the explorers gained from their journeys. ✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.3
.21
SS.3
.22
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 6 of 6
Third Grade
Amer
ica's
Natu
ral
Land
mar
ks
Amer
ica’s
Man
-Mad
e La
ndm
arks
Amer
ican
Cultu
re
Cam
ping
Con
stitu
tion
Capi
tal R
esou
rces
and
the
Econ
omy
Doin
g Yo
ur P
art:
Serv
ing
Your
Co
mm
unity
Early
Am
erica
n In
dian
Trib
es
Early
Exp
lore
rs
Fant
astic
Kid
s: H
elpi
ng
Oth
ers
Geog
raph
ic Fe
atur
es
Our
Nat
ural
Res
ourc
es
Rem
embe
ring
Our
Her
oes:
Ve
tera
ns D
ay
Unde
rsta
ndin
g Ec
onom
ics
We
the
Peop
le: C
ivic V
alue
s in
Am
erica
Content-Area Readers
Stud
ent H
andb
ook
SS.3
.22 Explain the impact of the explorers’ travels
on Native Americans and the world. ✔ ️ ✔ ️
SS.3
.23 Locate counties, county seats and
bordering states on a West Virginia map. ✔ ️
SS.3
.24
Identify the four physical geographic regions of West Virginia, the major communities and the natural resources found within each region.
✔ ️
SS.3
.25 Investigate the nine tourist regions of West
Virginia. ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
SS.4
.1
Identify, explain and critique commonly held American democratic values, principles and beliefs (e.g., diversity, family values, community service, justice, liberty, etc.) through established documents (e.g., Declaration of Independence, U.S. Constitution, Bill of Rights, etc.).
✔ ️ ✔ ️
SS.4
.2
Compare and contrast the powers of each branch of government and identify the responsibilities and rights of United States citizens.
✔ ️ ✔ ️
SS.4
.3
Explore the concepts of rule of law to create a visual or oral presentation of how these concepts protect individual rights and the common good.
✔ ️ ✔ ️
SS.4
.4
Demonstrate patriotism by creating and implementing school/community service projects (e.g., litter cleanup, fundraisers for community groups, participation in community holiday parades, celebrations, services, etc.).
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
esContent-Area Readers
Stud
ent H
andb
ook
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
SS.4
.5
Investigate and recognize people as consumers and as producers of goods, and the effects of competition and supply-demand on prices through projects (e.g., developing budgets or products in simulated situations, etc.).
✔ ️ ✔ ️
SS.4
.6 Determine jobs that are needed according to supply and demand on a national level. ✔ ️
SS.4
.7
Research and examine how slavery and indentured servitude influenced the early economy of the United States by constructing graphics (e.g., charts, graphs, tables and grids, etc.) displaying the effect of having slaves and indentured servants.
✔ ️ ✔ ️
SS.4
.8
Describe and locate examples of the major physical features of the United States (e.g., bodies of water, mountains, rivers, grasslands, oases, etc.) using references and technology (e.g., atlas, globe, geographic information system, etc.).
✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
SS.4
.9
Document the effects of and explain how people adapted to geographic factors (e.g., climate, mountains, bodies of water, etc.) on the following: transportation routes; settlement patterns and population density; culture (e.g., jobs, food, clothing, shelter, religion, government, etc.); and interactions with others (local and national).
✔ ️ ✔ ️
SS.4
.10
Compare and contrast the physical, economic and political changes to America caused by geographic conditions and human intervention (e.g., bridges, canals, state boundaries, transportation, etc.).
✔ ️ ✔ ️
SS.4
.11
Plan and construct maps to demonstrate the effect of geographic conditions on historical processes, practices and events (e.g., colonization, industry, agriculture, major engagements in the Revolutionary War, Westward Expansion, etc.).
✔ ️
SS.4
.12
Analyze the impact of West Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interaction with others outside the state.
✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 4 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
Demonstrate an understanding of the various factors that influenced the founding of the original colonies (e.g., economic, political, cultural, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
Analyze the southern, middle and northern colonies (e.g., origins, early government, resources, religious and cultural diversity, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
Compare and contrast community life, family roles and social classes in colonial America (e.g., indentured servants, slaves, colonists, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
Compare and contrast backgrounds, motivations and occupational skills among English, French and Spanish settlers (e.g., economics, culture, trade, new agricultural products, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
SS.4
.14 Demonstrate an understanding of the conflict
between the American colonies and England that led to the Revolutionary War.
✔ ️ ✔ ️ ✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.4
.13
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 5 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
Explain the political and economic factors leading to the American Revolution (e.g., the French and Indian War; British colonial policies, and American colonists’ early resistance, etc.).
✔ ️ ✔ ️ ✔ ️
Explain the major ideas reflected in the Declaration of Independence. ✔ ️ ✔ ️ ✔ ️
Summarize the roles of the principal American, British and European leaders involved in the conflict (e.g., King George III, Benjamin Franklin, George Washington, Thomas Jefferson, John Adams, Thomas Paine, Patrick Henry, and Marquis de Lafayette, etc.).
✔ ️ ✔ ️ ✔ ️
Explain the contributions of Native Americans, the French and Dutch during the Revolutionary War, and list the contributions of women and African Americans during and after the American Revolution.
✔ ️ ✔ ️
SS.4
.15 Trace the beginnings of America as a nation
and the establishment of the new government. ✔ ️ ✔ ️
SS.4
.14
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 6 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
Compare and contrast the various forms of government in effect from 1774-1854 (e.g., Continental Congress, Articles of Confederation, U.S. Constitution, Bill of Rights, etc.).
✔ ️ ✔ ️ ✔ ️
Research the contributions of early American historic figures (e.g., George Washington, John Adams, Abigail Adams, Thomas Jefferson, Alexander Hamilton, Andrew Jackson, James Madison, Dolly Madison, etc.).
✔ ️ ✔ ️
Explain the political, social and economic challenges faced by the new nation (e.g., development of political parties, expansion of slavery, taxation, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
Demonstrate an understanding of the causes and effects of Westward Expansion. ✔ ️ ✔ ️ ✔ ️ ✔ ️
Investigate the economic, political and cultural factors involved in Westward Expansion (e.g., Land Ordinance of 1785, Northwest Ordinance of 1787, Indian Removal Act, Trail of Tears, Manifest Destiny, resources, trade, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.4
.15
SS.4
.16
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 7 of 7
Fourth Grade
Caus
es o
f Rev
olut
ion
Dec
lara
tion
of In
depe
nden
ce, T
he
Form
ing
a N
ew G
over
nmen
t
Gre
at L
eap
Wes
twar
d, T
he
Ham
ilton
vs.
Jeff
erso
n
Han
d to
Hea
rt: I
mpr
ovin
g Co
mm
uniti
es
Lew
is a
nd C
lark
Mar
quis
de
Lafa
yett
e an
d th
e Fr
ench
M
iddl
e Co
loni
es: B
read
bask
et o
f th
e N
ew W
orld
, The
New
Eng
land
Col
onie
s: A
Pla
ce fo
r Pu
ritan
s, T
he
Park
s fo
r All:
U.S
. Nat
iona
l Par
ks
Sett
ling
and
Uns
ettli
ng th
e W
est
Slav
ery
in A
mer
ica
Sout
hern
Col
onie
s: F
irst a
nd L
ast
of 1
3, T
heW
e th
e Pe
ople
: Fou
ndin
g D
ocum
ents
Whe
re D
oes
Mon
ey G
o?
Content-Area Readers
Stud
ent H
andb
ook
Analyze the people and events that facilitated Westward Expansion (e.g., Daniel Boone, Louisiana Purchase, Lewis and Clark, Northwest Territory, Alamo, Gold Rush, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️
Trace transportation innovations and explain their impact on Westward Expansion (e.g., bridges, canals, steamboats, railroads, steam engines, clipper ships, flat boats, roads, dams, locks, ports, harbors, etc.).
✔ ️ ✔ ️ ✔ ️
SS.4
.17
Analyze the impact of West Virginia’s geography on transportation, settlement, jobs, clothing, food, shelter, services and interaction with others outside the state.
✔ ️
SS.4
.18
Compare and contrast West Virginia’s population, products, resources and transportation from the18th century through modern day.
✔ ️
SS.4
.19
Pose, research and answer student-generated questions relating to West Virginia (e.g., primary source documents, magazines, online resources, etc.).
✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.4
.16
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 1 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
SS.5
.1
Illustrate the rights, responsibilities, duties and privileges of a patriotic citizen using authentic situations (e.g., election, food drive, jury duty, etc.) and defend these actions as examples or non-examples of good citizenship.
✔ ️
SS.5
.2
Assume a role (e.g., judge, juror, prosecutor, etc.) in a mock proceeding (John Brown, Dred Scott, etc.) to acquire understanding of the trial-by-jury process and justify its effectiveness in solving conflicts in society both past and present.
✔ ️ ✔ ️
SS.5
.3 Simulate the process of making a law at the state and national level. ✔ ️
SS.5
.4
Outline the process in which amendments are made; interpret their meanings, and apply it to their daily life, lives of others and lives of people throughout history.
✔ ️ ✔ ️
SS.5
.5 Compare the functions of each level of the government (local, state, and national). ✔ ️
SS.5
.6
Summarize the provisions of the Thirteenth, Fourteenth and Fifteenth Amendments to the U.S. Constitution, including how the amendments protected the rights of African Americans and sought to enhance their political, social and economic opportunities.
✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
esContent-Area Readers
Stud
ent H
andb
ook
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 2 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
SS.5
.7
Explain the concept of supply and demand in specific historic and current economic situations in the United States (e.g., slavery, oil, gas, Industrial Revolution, etc.).
✔ ️
SS.5
.8
Critique the economic reasons for immigration and migration throughout the United States during specific times in history and relate the information to the present (e.g., Great Migration, Ellis Island, etc.).
✔ ️ ✔ ️ ✔ ️
SS.5
.9
Assess the resources (e.g., oil, land, gas, etc.) of the geographic regions (e.g., Midwest, Middle East, etc.) of the United States and the world and explain their impact on global economic activities.
✔ ️
SS.5
.10
Compare the industrial North and the agricultural South prior to the Civil War, the geographic characteristics and boundaries of each region and the basic way of life in each region.
✔ ️ ✔ ️ ✔ ️
SS.5
.11
Explain the economic problems that forced former slaves to continue to live in servitude even after slavery was officially abolished by the Thirteenth Amendment.
✔ ️ ✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 3 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
SS.5
.12
Compare the economic and social effects of Reconstruction on different populations, including the move from farms to factories and the change from the plantation system to sharecropping.
✔ ️ ✔ ️
SS.5
.13
Explain the social and economic effects of Westward Expansion on Native Americans, including changes in federal policies, armed conflicts, opposing views concerning land ownership and Native American displacement.
✔ ️ ✔ ️
SS.5
.14
Explain how aspects of the terrain (e.g., the principal mountain ranges, rivers, vegetation and climate of the region, etc.) affected westward travel and settlement.
✔ ️ ✔ ️ ✔ ️
SS.5
.15
Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s (e.g., the countries from which they came, the opportunities and resistance they faced when they arrived and the cultural and economic contributions they made to this nation, etc.).
✔ ️ ✔ ️
SS.5
.16 Illustrate the effects of settlement on the
environment of the West, (e.g., changes in the physical and human systems, etc.).
✔ ️ ✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 4 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
SS.5
.17 Compare and contrast the various regions of the
United States; locate each of the fifty United States and correlate them with their regions.
✔ ️
SS.5
.18 Identify the characteristics and purposes of maps,
globes, geographic information systems and other geographic tools.
✔ ️
SS.5
.19 Display information on maps, globes, geographic
models and in graphs, diagrams and charts (e.g., designing map keys and legends, etc.).
✔ ️
Demonstrate an understanding of the industrial North and the agricultural South before, during and after the Civil War.
✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️
Research the roles and accomplishments of the leaders of the reform movements before and during the Civil War (e.g., abolition movement, Underground Railroad and other social reforms, etc.).
✔ ️ ✔ ️ ✔ ️ ✔ ️ ✔ ️
Explain how specific events and issues led to the Civil War (e.g., sectionalism fueled by issues of slavery in the territories, states’ rights, election of 1860 and secession).
✔ ️ ✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.5
.20
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 5 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
Summarize key battles, strategies and turning points of the Civil War (e.g., Fort Sumter, Antietam, Gettysburg, other regional battles and the surrender at Appomattox).
✔ ️ ✔ ️
Compare the roles and accomplishments of historic figures of the Civil War (e.g., Abraham Lincoln (Emancipation Proclamation, Gettysburg Address) Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Clara Barton and Frederick Douglass, etc.).
✔ ️ ✔ ️
Explain the impact of the Civil War’s physical destruction on the nation and the people (e.g., soldiers, women, African Americans, and the civilian population, etc.)
✔ ️ ✔ ️ ✔ ️
Examine the economic, political and social developments during Reconstruction. ✔ ️ ✔ ️
Explain the effects of Abraham Lincoln’s assassination and the goals of Reconstruction. ✔ ️ ✔ ️
Characterize the effects of Reconstruction on African Americans (e.g., rights and restrictions, Thirteenth, Fourteenth, Fifteenth Amendments, rise of discriminatory laws and groups (Ku Klux Klan), motivations to relocate, and the actions of the Freedmen’s Bureau, etc.).
✔ ️ ✔ ️Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.5
.20
SS.5
.21
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 6 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
Demonstrate an understanding of the advances in transportation and its effect on Western Expansion. ✔ ️ ✔ ️ ✔ ️
Illustrate how railroads affected development of the West (e.g., ease of travel, influence on trade and impact on environment, etc.).
✔ ️
Compare and contrast conflicts between various groups in the West (e.g., miners, ranchers, cowboys, Native Americans, Mexican Americans and European and Asian immigrants, etc.).
✔ ️ ✔ ️ ✔ ️
Demonstrate an understanding of major domestic and foreign developments that contributed to the United States becoming a world power.
✔ ️ ✔ ️
Summarize key events and political leaders surrounding the Spanish-American War and the annexation of new territory.
✔ ️ ✔ ️
Explain the United States involvement in Latin America and the role they played in the building of the Panama Canal.
✔ ️
Describe how the need for new markets led to the buildup of the Navy and the need for naval bases in the Pacific.
✔ ️
SS.5
.24 Analyze the people and the factors that led to
Industrialization in the late 19th century United States.
✔ ️ ✔ ️ ✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.5
.22
SS.5
.23
CORRELATION TO THE WEST VIRGINIA STANDARDS
Teacher Created Materials 7 of 7
Fifth Grade
19th
Cen
tury
Inno
vatio
ns: P
avin
g th
e W
ay
Abol
ition
ists
: Wha
t We
Nee
d is
Ac
tion
Amer
ican
Indi
ans
in th
e 18
00s:
Ri
ght a
nd R
esis
tanc
e Ca
uses
of t
he C
ivil
War
: A H
ouse
D
ivid
ed
Chie
f Jos
eph
and
the
Nez
Per
ce
Civi
l War
: Bro
ther
Aga
inst
Bro
ther
, Th
e
Cros
sing
a C
ontin
ent
Fred
eric
k D
ougl
ass:
Lea
der o
f the
Ab
oliti
onis
t Mov
emen
t
Free
dom
: Life
Aft
er S
lave
ry
Har
riet T
ubm
an: L
eadi
ng O
ther
s to
Lib
erty
Imm
igra
tion
Indu
stria
l Rev
olut
ion
Just
Rig
ht W
ords
: Rev
isin
g th
e Co
nstit
utio
n
Pion
eer T
rails
Reco
nstr
uctio
n: F
reed
om D
elay
ed
Span
ish
Amer
ican
War
, The
Content-Area Readers
Stud
ent H
andb
ook
Examine how the Industrial Revolution was furthered by new inventions and technologies (e.g., light bulb, telegraph, automobile, assembly line, etc.).
✔ ️ ✔ ️
Identify prominent inventors and scientists of the period and summarize their inventions or discoveries (e.g., Thomas Edison, Alexander Graham Bell, the Wright Brothers, Henry Ford and Albert Einstein, etc.).
✔ ️ ✔ ️
Explain the causes and effects of immigration and urbanization on the American economy during the Industrial Revolution (e.g., role of immigrants, the growth of cities, the shift to industrialization, the rise of big business and reform movements, etc.).
✔ ️ ✔ ️
SS.5
.25 Reconstruct the economic, social and political
history of West Virginia through the use of primary source documents.
✔ ️
SS.5
.26 Sequence the events that led to the formation of the
state of West Virginia (e.g., timeline). ✔ ️
SS.5
.27 Analyze the moral, ethical and legal tensions that led
to the creation of the new state of West Virginia and how those tensions were resolved.
✔ ️
Cont
ent S
tand
ards
and
Obj
ectiv
es fo
r Soc
ial S
tudi
es
SS.5
.24